Background  Many students have difficulty applying content knowledge in clinical settings. We hypothesized that principle-based instruction that relies.

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Presentation on theme: "Background  Many students have difficulty applying content knowledge in clinical settings. We hypothesized that principle-based instruction that relies."— Presentation transcript:

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Background  Many students have difficulty applying content knowledge in clinical settings. We hypothesized that principle-based instruction that relies on flexible thinking will help aid in this transition. (Illeris, 2003; Hatano, 2003).  Knowing why certain treatment procedures work or don’t work allows SLPs to think more critically and modify their approaches to fit the individual needs of their clients. (Hatano, 2003; Ratner, 2011).  Encouraging students to develop a mindset that seeks to develop connections between content knowledge and real-world problems can help place students on a trajectory towards expertise (Hatano, 2003).  There is limited research on how clinicians change throughout their professional careers. This is essential for increased knowledge of how to become an expert. (Kamhi, 1995). Clinical Flexibility: A Graduate-Clinician Focus Group Melissa McDonald, B.S., Vicki Samelson, Ph.D., Jerry Hoepner, Ph.D. Department of Communication Sciences and Disorders University of Wisconsin – Eau Claire Results Selected References: For additional references, contact: mcdonamm@uwec.edu Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing Learning Using Insight From Expertise Research. Educational Researcher, 32(8), 25-29. Kamhi, A. G. (1995). Defining, Developing, and Maintaining Clinical Expertise. Research to Practice. Language, Speech, and Hearing Services in Schools, 26(4), 353-356. Lajoie, S. P. (2003). Transitions and Trajectories for Studies of Expertise. Educational Researcher, 32(8), 21-25. Ratner, N. (2011). Some Pragmatic Tips for Dealing With Clinical Uncertainty. Language, Speech & Hearing Services In Schools, 42(1), 77-80. Acknowledgements: Our 8 second-year graduate student participants UW-Eau Claire ORSP and IRB The UWEC Center for Communication Disorders Abstract Clinical flexibility is a skill that is essential in a field that requires clinicians to provide individualized services, rather than applying cookbook approaches. A focus group, comprised of second-year graduate students, explored student learning preferences as they relate to prior knowledge, flexibility, and theoretical perspectives. Novice  Expert Aims & Methods  Aims: To identify prior learning experiences that influenced clinician-learner preferences. To examine which teaching pedagogies scaffold flexible thinking. To explore how student clinicians change throughout their academic careers to become skilled and flexible clinicians.  Participants: 8 second-year graduate students, at time of graduation Invited to participate because they demonstrated a high level of disciplinary knowledge, clinical flexibility, & critical thinking  Methods: Qualitative Research Study: Focus group with discussion prompt Data Analysis: Open and Axial Coding (Strauss & Corbin, 1990) Discussion Prompt: Fear of making mistakes Initial rigidity in thought process Focuses on small details versus “Big Picture” Difficulty applying knowledge to clinical experiences Heavy cognitive load often hinders ability to be flexible Novice Builds connections between content knowledge and experiences Gradually adds more personal responsibility More opportunities to practice being flexible Variability in experiences increases ability to be flexible Transition Knows what one does and does not know Thinks of the “Big Picture” Readjusts in the moment Increased metacognitive awareness skills and reflectiveness Comfortable with making mistakes & learns from mistakes Expert “The transition from [clinic] to the externship was way more difficult than any other transition.” “…big disconnect…between clinic and the real world.” “I need to memorize this and take the test and be done…No, I need to know this because it’s going to be my job!” “…our clinic setting is…drastically different from the real world.” “I think we…get complacent…we just kind of go through the motions.” Challenges – Transitions "Get over the fact you're gonna make mistakes" “…it was really hard for me to wrap my head around some of that theoretical stuff.” “You have to be willing to be wrong.” “You only have a certain amount of time [to learn] all of this information and …our profession covers such a wide variety…” Challenges – Fears & Concerns "Five bad minutes...might be the most helpful...minutes of your session" "...experiences on my externships that really want me to go back and do research, you know?" “…you get what you put into [your education/experiences].” “…in my externships…I’ve asked more questions.” “[Once you’re comfortable]…you can start thinking about…modifying in the moment and asking [about rationale].” “..you can finally realize that there isn’t a prescriptive route.” Outcome of Challenges "There wasn't a right or wrong answer.”" "...always thinking 'big picture'...How does this apply?" "...really comes down to self-responsibility" "Not only thinking about clients, but the field as a whole, and I found myself doing that a lot lately." “It’s not about knowing everything.” Qualities of Expertise - Mindsets "Have in your head your ultimate goal for that [client]." Literature: "What about that treatment approach made it work?" "I critically think when I write more than when I speak, so...writing as a component of classes is important." “…if I’m not feeling uncomfortable, maybe I’m not learning enough.” Qualities of Expertise – Strategies “more videos, observations..." “…I probably needed someone to kick me in the ass a little bit.” “We need to be pushed to read and synthesize treatments on our own." “…teach us where to go for answers or where to go for more information and how to reflect on our own skills.” “I felt like I could have used a little more constructive criticism.” Advice for Faculty "You should be able to grab any book...or a menu from the hospital and...craft a valuable lesson" “…one thing that my supervisor always said at my first externship was, ‘when something goes awry, or something isn’t working how you want it to necessarily, I always think about how I can change myself first.’ Not, ‘what is the client doing?’...’What am I doing to affect their success…?” Supporting Examples Discussion and Future Directions Discussion Students affirmed that principle-based instruction  more flexible thinkers. Students affirmed that one needs a firm grasp on content knowledge before one can begin to be flexible. Future Directions Explore in greater detail the transition from novice to expertise. Explore specific teaching pedagogies that scaffold clinical flexibility. Examine more deeply how students and clinicians change throughout their professional careers. Students relied on faculty to give critical feedback, push them out of their comfort zones, and to ask thought-provoking questions. Students proposed that variability in learning experiences helped to aid in the transition from undergraduate to graduate school and to externships. Themes and Sub-themes Exemplars